Abstract
Cognitive load theory is an instructional theory used to guide the design of effective instruction. The cognitive architecture that underpins cognitive load theory can be described by five principles, essential components that form the basis of many well-tested and well-known cognitive load effects. One of these documented effects, the worked example effect, indicates that showing novices worked solutions rather than asking them to generate solutions could facilitate learning by reducing levels of cognitive load. This paper will demonstrate how the worked example effect can be used in designing interactive podcasts to improve mathematics skills.
Highlights
With the development of electronic media and associated computer technology, technology-enhanced mathematics learning has become a burgeoning area of research applied widely in educational contexts [1]
This paper will demonstrate how the worked example effect can be used in designing interactive podcasts to improve mathematics skills
The experimental procedure outlined in this paper investigated the worked example effect in online interactive podcasts directed at undergraduate mathematics learning, where the podcasts were designed in accord with principles based in human cognitive architecture
Summary
With the development of electronic media and associated computer technology, technology-enhanced mathematics learning has become a burgeoning area of research applied widely in educational contexts [1]. Designing online courses that are effective and efficient in promoting user learning, remains challenging for both educators and researchers. It is critical, for researchers to continue testing instructional design theories or models in a variety of technology-enhanced learning environments to provide suitable guidance for designers and educators as well as end-users [3]. The design of instructional tends to be effectively random without knowledge of human cognitive architecture. Instructional design, in turn, heavily influences our knowledge of human cognitive architecture. Cognitive load theory has been a significant development in understanding this duality and has become one of the most cited learning theories in modern educational design [5]
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